English Learner Program

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English Learner Program

• Grossmont Union High School District
• Carrie Reynolds and John Theilmann
• August 2004

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GUHSD ELL Program

• The goal of the GUHSD English Learner Program is
  to provide English Learners with a comprehensive
  program that develops English fluency as rapidly
  and effectively as possible while maintaining
  access to a rigorous academic core curriculum,
  within the regulations set forth by the State of
  California and the United States Office of Civil
  Rights.

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Identification and Assessment

• Two ways in which students are identified as
  English Language Learners in the Grossmont Union
  High School District.
• Continuing ELL student entering from client
  district school.
• Student new to California schools in which home
  language survey and assessments indicate student
  to be an English Language Learner.
• Home Language Survey triggers assessment.

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Assessment

• CELDT (California English Language Development
  Test)
• Testing for English oral fluency and literacy
  within 30 days of enrollment.
• Measures English Oral (Listening Speaking),
  Reading, and Writing Proficiency.
• Helps designate either Fluent English Proficient
  (FEP) or English Language Learner (ELL).

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Who Takes the CELDT?

• Any continuing student identified as an English
  Learner is assessed during the annual testing
  window July 1 - Oct. 31.
• Any student new to a California school district
  whose home language survey indicates a language
  other than English.

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CELDT Overall Proficiency Levels

• Beginning no receptive/productive skills may
  respond with one or two words
• Early Intermediate understand and respond with
  short phrases begin to read and write

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CELDT Proficiency Levels (continued)

• Intermediate Use, read and write with expanded
  vocabularies and a focus on all grade level
  content areas
• Early Advanced work on grammar, idioms,
  analogies and metaphors in literature. Read and
  write in response to rigorous, grade-level
  content
• Advanced able to work on same ELA standards as
  English-only counterparts

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Obtaining CELDT Results ELL Designation

• Access Students Performance Profile
• See page 7 in ELL and SPED Services
• Go to Assessment screen and print.

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Designation as an English Learner

• Based on CELDT Proficiency Level
• Years of U. S. schooling
• Other factors such as grades, transiency may
  also be considered.
• ALPI (Alternative Language Proficiency Instrument
  for Severely Disabled Students) given by Speech
  Pathologists

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Instructional Program for ELL Students

• Always includes
• English Language Development class at one of the
  following levels. (Class can be in general ed.
  or special ed.)
• Structured English Immersion (Beginning or Early
  Intermediate)
• English Language Literacy Development
  (Intermediate-Early Advanced)
• English Language Mainstream (Early
  Advanced-Advanced)
• Access to Core Curriculum
• General Education Content Classes
• SDAIE (Sheltered) Content Classes
• Special Education Content Classes

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Structured English Immersion

• Below Intermediate Level on CELDT
• Less than 7 years in U.S. schools
• 2 periods of ESL/ELD (Beginning 1,2,3)
• Appropriate SDAIE (sheltered) Content Courses as
  proficiency increases (Math, Social Science,
  Science)
• Linguistically Appropriate Electives

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English Language Literacy Development

• Intermediate-Early Advanced on CELDT
• High Oral Fluency and Limited or Non Literate
  Reading and Writing Skills
• More than 7 years U.S. Schooling
• May Have Lost any Primary Language Literacy
  Skills
• In Need of a Connection to School
• - Example Schedule
• ELD (one period) (Intermediate 1,2,3)
• Sheltered Social Science, Science, Math
• Electives, P. E.

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Site Coordinators

• Suzanne Geba-01
• Martha Foncerrada 02
• Bonnie Gebhardt - 03
• -04
• Patti Cranmore-05
• Stacey Coulter-06
• Juliet Fraser-07

• -08
• Ruth Weiss-09
• Kimberly Dickinson-11
• All others District Coordinator

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Who do you contact when a student is having
difficulties?

• Student
• Parent
• Counselor
• SST (Student Study/Success Team)(See handout)
• ELL Coordinator completes Supplementary SST
  Referral Form for Current ELL Students (See
  handout)

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After all General Education interventions have
been tried

• Student can be referred for Special Education
  Assessment.
• If IEP team determines that a student has a
  disability and needs special education services,
  an IEP is developed.

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Special Education and ELL

• IEP Requirements

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Page 1 Check for these things

• Home language
• Students language
• Interpreter Required
• English Language Learner
• State/District Assessments
• CELDT or ALPI
• Translation Required
• ELL Coordinator-signature cc of IEP noted

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PLOP

• (Pre)Academic/Functional
• Describe reading, writing, math skills
• What student is able to DO in each area.
• Communication
• delete 2 on page 7 (Check English Language
  Learner)
• See attached CELDT/ALPI results.
• Describe expressive and receptive English and
  primary language skills and impact on school
  performance.

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Last Line on PLOP

• Summarize areas of need and HOW needs will be
  addressed. For example
• Reading, Writing (goals, accommodations and See
  Special Factors page - ELL section)
• Listening Speaking (goals, accommodations and
  See Special Factors page - ELL section)

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Special Factors Page

• ELL section
• Applicable
• Specify how English level of proficiency will be
  addressed
• Linguistically Appropriate goals - specify areas
• reading, writing or communication
  (listening/speaking)
• ELD - specify setting
• Gen Ed., Sheltered, Sp. Ed.

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Special Factors Continued

• Content Area Instruction
• Specify subject areas and setting
• Math (Gen Ed), Science (Sped), Social Studies
  (Sheltered) etc.
• Supplementary Supports/Services
• Specify any other ELL supports and services for
  the student. (This is another reason ELL needs
  input into IEP) (Examples?)
• ELL Supplementary Curriculum
• Tutorials with ELL staff
• Specify any needed ELL supports for school
  personnel. (Examples?)
• Consultation between ELL Coordinator and Gen
  ed/Sped Staff

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Goals Benchmarks

• Must address English Development Needs
• (Linguistically Appropriate goals)
• For areas with CELDT Scores below EARLY Advanced
  there MUST be a goal.
• Reading, Writing, Listening Speaking

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How to Write Linguistically Appropriate Goals

• Quick and Easy
• Our Best Thinking

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Area of Need (from CELDT scores)

• Communication (listening and/or speaking)
• Reading
• Writing
• Well use writing for the example

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Baseline

• Write what student is able to DO in the skill
  area.
• Student is able to write simple sentences with
  some errors in grammar and syntax.
• In parentheses indicate the CELDT level (found
  on the Performance Profile).
• Student is able to write simple sentences with
  some errors in grammar and syntax. (CELDT
  Writing Beginning level)
• Decide on a reasonable goal based on grade level
  standards.
• Paragraph

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Goal

• By AR 2005, following teacher-led prewriting
  activities, Eli will compose a single paragraph
  in English including a topic sentence,
  supporting sentences and a concluding sentence
  with ___ accuracy in ___ of ___ trials as
  measured by student work samples. (WS 3.1.1)
• (Insert in English to emphasize the language
  component of the goal.)
• Write the appropriate benchmarks

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Annual Review

• Teacher confirms with ELL coordinator the ELL
  status of advocate students.
• Follow ELL and AR procedures outlined on Page 9.
• Psychologist invites ELL coordinator to meeting.
  If cant be there, ELL coordinator and advocate
  teacher confer regarding the ELL needs that will
  be addressed in the IEP.

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Redesignating ELL to RFEP

• ELL site coordinator completes the redesignation
  profile for student meeting criteria (see page
  10).
• IEP team can resdesignate a students status, if
  it is obvious that a students disability
  influences the ability to demonstrate English
  fluency.
• Cc copy of IEP action to Districts Assessment
  Division and ELL Program Coordinator.

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Other Procedures to Read

• Transfer Students page 10.
• 30 Day Interim Placement page 11.

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Collaboration with ELL and SPED

• IEPs
• Interventions and Services
• ELL Tutorials
• Consultation regarding strategies (ELL or SPED)
• Share resources
• High Point
• Scott Foresman

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Thank you!